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Language-knowledge

By Derrick Brooks,2014-11-02 14:09
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Language-knowledge

    Inventors and inventions

    The Problem Of The Snakes (Reading)

    Teaching objectives

    Language-knowledge

    1) To grasp the general idea and specific details of this text.

    2) To familiarize the Ss with the use of the past participle

    3) New words and expressions in the text.

    Language skills

    Reading skills including the following and also follow on activities for speaking and writing

    about an invention.

    1) To develop the ability of reading for specific details.

    2) To grasp the logic links between paragraphs of the text.

    3) To learn to guess meanings in context.

     Learning StrategiesCooperative learning by means of pair or group work Teaching important points

     How to describe the problem of the snakes and what has been done by the writer to solve

    the problem.

    Teaching difficult points

     Learn how to meet the requirements of getting a patent. Teaching methods

     Task-based activities.

    Teaching procedures:

     Step I Leading-in

    1(Hand out each student a worksheet.

    2(Show pictures of TV set, PC, cell pone, DNA, etc on the Screen.

    3(Students in pairs discuss and identify the difference between discovery and invention.

     Task one

     Students in a group work out two rules that help your classmates decide what a discovery is and what

     an invention is:

A discovery is

    ____________________________________________________________________. An invention is

    ___________________________________________________________________.

    Step II Pre-reading

    1. Let the Ss identify the stages that inventors follow to invent.

    2. 4 students in a group work out a suitable order, using their previous knowledge about science

    experiment.

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Task Two

     Look at the list and work out a suitable order that inventors usually follow to make an invention

Applying for a patent Finding a problem Doing research Testing the solution Thinking of a creative solution Deciding on the invention

     1________________________ 2______________________

    3______________________ _ 4_________________________

    5_________________________ Step III Listening

    1. Allow the Ss to listen to the tape and grasp the main points. 2. Check their prediction.

    3. The teacher gives instructions and shows the outline on the screen. ?Find a problem (Paragraph 1) ?Do research(Paragraph2) ?Think of a creative solution(Paragraph3)

    ?Test the solutions several times(Paragraphs.4\5\6)

    ?Apply for a patent(Praragraph7)

     Task Three

     Summarize the main ideas of each part in the outline of the text below:

     ?)Reading for general meaning

    Paragraph 1

    Paragraph 2 _________________________

    Paragraph 3 ____________

    Paragraph 4,5,6 _________________________

    Paragraph 7____________________________

    Step IV Careful-reading 1. Let Ss read for details about some questions about the text. 2. Students work in groups of 4 and do Q-A multiple choices. 3. The teacher gives instructions on how to guess meanings of new word and how to read for

    details.

    4. Students help each other to deal with some difficult points. 5. Be available to help as the Ss work through the multiple choices.

    Task four

    Read the passage carefully and choose the best answer:

    1) What’s the problem that the writer came across?

    A. Snakes come near her house now and then.

    B. Snakes seem to have made their home near her house.

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C. How to catch the snakes without harming them.

    D. Her mother felt upset.

    2) Why do you think the writer felt she had a chance to distinguish herself by inventing

    something to catch the snakes but not harm them?

    A. Because she is self-confident.

    B. Because she felt she would be able to find a creative solution to the problem for her

    mother.

    C. Because her mother would praise her if she solved the problem successfully. D. Because she would become an inventor if she solve the problem. 3) Why did the writer not use powders to solve the problem? A. Because it was an old thought pattern to used powders.

    B. Because that would harm or even kill the snakes.

    C. Because that would damage something else near the house. D. Because she wanted to invent something new.

    4) Which are the three possible approaches that the writer thought of to catch the snakes

    except_____.

    A. Removing their habitat.

    B. Attracting them into a trap using male or female perfume or food C. Using the natural enemy of snakes

    D. Cooling the snakes

    5) Why did cooling the snakes make them less active?

    A. Because they are small reptiles

    B. Because they are cold-blooded and become sleepy when it is cold C. Because their body temperature changes with the heat around them D. Both B and C.

    6) In which order did the writer carry out the process of cooling the snakes? a. took the bowl from the ice-cream maker.

    b. Placed the frozen bowl over the snakes’ habitat.

    c. Prepared some ice-cubes to keep the bowl cool.

    d. Covered the bowl with a bucket and left everything overnight e.. Frozen the bowl.

    A. a-e-c-b-d B. a-e-b-c-d

    C. e-c-b-d-a D. e-a-c-d-b

    7) How many attempts did she make to in order to make her solution efficient? A. 2 B. 3 C. 4 D. 5

    8) Why do you think she failed for the first time?

    A. Because it was in the morning that it was not cool enough to make the snake well asleep. B. Because the snakes woke up in the morning.

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    C. Because there was a hole in the wall.

    D. Because the snakes were crawling too fast for me to catch.

    9) What two factors (因素) that helped the writer solve the problem successfully?

    A. her creativity and intelligence.

    B. her knowledge about reptiles and efforts to improve the solution.

    C. the ice-cream maker and the small fishing net.

    D. her carefulness and the desire to distinguish herself.

    10) Getting a patent for your invention has the following advantages except that_____.

    A. You are able to prove that you are the first to make the invention and protect your

    invention.

    B. You are recognized as a real inventor.

    C. You are able to get a qualification as a patent officer.

    D. You can make money if you sell your inventions to others.

    11) According to the last paragraph, which of the following inventions can get a patent?

    A. A computer program and a new plant variety

    B. A game your teacher designed in your PE lesson

    C. A smart way you find to work out a certain math problem

    D. A environmentally friendly bus you designed

    12) According to the last paragraph, the criteria for a patent include the following items

    except______.

    A. Your product needs to be smart something that helps to make people’s life easier and

    better.

    B. The product you make needs to be really different from everybody else’s.

    C. Your invention proves to be a copy from other’s product

    D. Your product has nothing in common with something else that already exists in the

    world.

    Step V Discussion

    Show 3 real-life problems on the screen Ex. 2 {Page 22(:

    Task five

    1Let 4 students in a group discuss their reactions about a problem.

    2. Then choose one to work on and design a device for the solution.

    3. Individually write an description.

    4. Swap their descriptions and encourage comments

    5. The teacher selects 2 different solutions to one problem and put them on the projector. Let the

    class judge according to the patent criteria which is better and give reasons. Seep VI Homework

    1. Explain complex sentences in simple English referring to a dictionary. 2. Read more about the text.

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